Document Type
Article
Publication Date
1-1-2017
Description
Instruction in meaningful grade aligned English Language Arts (ELA) content for students with moderate to severe intellectual and developmental disabilities provides a full educational experience that can lead to increased quality of life. Many teachers, however, face barriers in how to teach meaningful, grade aligned ELA. This article bridges research to practice by describing effective strategies for teaching a wide range of strands that fall under ELA, such as comprehension, writing, and student-led research. In addition, a framework is offered as a model of how to put it all together when teaching grade aligned ELA.
Citation Information
Mims, Pamela J.; and Stranger, Carol. 2017. Bringing Meaningful Grade Aligned English Language Arts to the Classroom: Bridging Research and Practice. DADD Online Journal. Vol.4 6-19. http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/DOJ_Volume4_2017.pdf
Copyright Statement
© Division on Autism and Developmental Disabilities. This document was published with permission by the publisher. It was originally published by the DADD Online Journal: Research to Practice.